Published Paper Details:

Forests have been severely impacted by population pressure, conversion of forests into agricultural land, and allotment of land to displaced people, leading to a decline in natural resources and a need for effective forest management for sustainable production. India has transitioned from traditional training and education to university education, emphasizing the importance of environmental education for human resource generation, natural resource management, pollution prevention, ecosystem preservation, water budget control, and soil erosion prevention. India has established environmental sciences as a separate department in many universities since 1980, but the current education system needs to evolve to meet the increasing challenges of the 21st century. Environmental studies are heavily incorporated into schools curriculums and classroom interactions, with many states adopting it as a separate subject for students in class 3 and above. The National Curriculum Framework emphasizes providing a "education for life" and making learning relevant to daily life. The education system has been restructured to focus on watershed management planning, eco-development, environmental conservation, biodiversity conservation, land and forest resource economics, silviculture, decision-making science, forest biometrics, joint forest management project formulation and appraisal, medicinal plant cultivation, environmental laws, farmer's rights, benefits sharing, tribal welfare, global forestry, and computer application. However, the current environmental education system faces contradictions, such as a lack of national consensus, strong faculties/departments, infrastructure, course curriculum, academic packages, research priorities, job opportunities, and coordination. Neighborhood awareness and action programs are planned to facilitate understanding of neighborhood concepts, motivate voluntary actions, and promote energy and resource conserving methods in neighborhood building and management.